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THE  CARNEGIE  FOUNDATION 

FOR  THE  ADVANCEMENT 

OF  TEACHING 


FOUNDED  1905 


Mgitized  by  the  I ht§rriet  Archive 

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—      IVIicrosoft  Corporation 


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REPRINTED  FROM  A  HANDBOOK  OF  THE  PUBLIC 
BENEFACTIONS  OF  ANDREW  CARNEGIE 

1919 


http://www.archive.org/details/carnegiefoundatiOOconcrich 


THE  CARNEGIE  FOUNDATION 

FOR  THE  ADVANCEMENT 

OF  TEACHING 


FOUNDED  1905 


REPRINTED  FROM  A  HANDBOOK  OF  THE  PUBLIC 
BENEFACTIONS  OF  ANDREW  CARNEGIE 

1919 


THE  RUMFORD  PRESS 
CONCORD,  N.  H. 


i^ 


THE  CARNEGIE  FOUNDATION  FOR  THE 
ADVANCEMENT  OF  TEACHING 

Founded  1905 

The  six  institutions  described  in  the  first  section  of  this  Manual 
were  founded  in  years  so  recent  that  their  beginnings  are  today- 
fresh  in  the  memory  of  those  fortunate  enough  to  have  been 
associated  in  their  inception  and  development.  To  them  the 
personality  of  the  founder,  his  belief  in  human  progress,  his  opti- 
mism for  the  future,  his  sincere  desire  to  do  the  best  with  the  great 
fortune  genius  had  brought  together,  were  part  and  parcel  of  these 
early  associations. 

Before  the  memories  of  these  days  grow  dim,  while  the  founder 
is  with  us,  still  full  of  faith  for  the  future,  notwithstanding  the 
confusion  and  the  pain  that  have  fallen  upon  the  world,  it  seems 
fitting  to  set  down  in  the  pages  of  this  handbook  an  account  of 
these  beginnings,  to  tell  briefly  the  story  of  how  these  enter- 
prises were  launched,  what  were  the  visions  that  set  them  afloat 
on  the  stream  of  time,  and  to  render  some  account  of  the  short 
voyage  they  have  made  in  common.  The  statement  which 
follows  is  the  story  of  the  first  twelve  years  of  the  Carnegie 
Foundation  for  the  Advancement  of  Teaching,  the  fourth  in  time 
of  Mr.  Carnegie's  spiritual  children,  born  in  1905,  and  christened 
by  an  Act  of  Congress  in  the  spring  of  1906. 

For  a  special  reason  the  present  moment  is  fitting  for  an  account 
of  the  Carnegie  Foundation,  told  not  entirely  in  statistics  but  in 
terms  of  human  experience. 

When  the  Carnegie  Foundation  was  begun  neither  the  founder 
nor  the  Trustees  conceived  of  the  teacher's  pension  except  in 
terms  of  a  free  gift  to  a  man  grown  old  in  a  life  of  unselfish  service. 
While  the  Act  of  Incorporation  and  the  Rules  adopted  by  the 
Trustees  reserved  to  them  full  power  to  change  their  policy  and 
plans,  this  conception  of  the  teacher's  pension  seemed  at  that 
time  the  basis  of  a  permanent  policy. 


>■     »  »  «    p 


2  MANUAL   OF   THE    CARNEGIE    BENEFACTIONS 

Quid  non  longa  valehit  permutare  dies?  or  as  Mr.  Carnegie  pre- 
ferred to  quote  from  one  of  his  own  poets —  "Nae  man  can  tether 
time  or  tide."  Time  has  moved  swiftly  with  the  Carnegie 
Foundation,  and  the  lapse  of  twelve  years  finds  it  working  for 
the  same  objects  for  which  it  was  founded  but  through  plans 
greatly  modified  by  experience  and  study. 

In  no  respect  did  Mr.  Carnegie  show  greater  foresight  than  in 
emphasizing,  as  usual,  in  his  letter  of  gift  the  freedom  left  to  his 
Trustees  to  modify,  or,  under  certain  circumstances,  tochangecom- 
pletely  the  methods  of  applying  the  great  endowments  entrusted 
to  them.  To  the  Trustees  of  the  Carnegie  Foundation  was  com- 
mitted the  problem  of  teachers'  pensions.  The  pension  problem, 
not  alone  for  teachers  but  for  all  groups  in  the  body  poUtic, 
became  within  a  few  years  thereafter  a  social  and  economic  ques- 
tion of  the  highest  importance.  The  Trustees  of  the  Foundation 
were  led  after  years  of  study  to  a  conception  of  a  pension  system 
widely  different  from  that  with  which  they  started.  As  honest 
and  ponscientious  Trustees,  they  have  sought  to  face  resolutely 
the  difficulties  of  the  transformation  they  conceived  to  be  neces- 
sary. 

In  this  process  the  founder  has  himself  taken  the  keenest 
interest.  It  is  a  source  of  the  deepest  satisfaction  that  he  has 
lived  to  approve  step  by  step  the  process  under  which  the  original 
plan  of  administration  of  the  Carnegie  Foundation  has  been 
modified,  in  the  light  of  experience  and  study.  In  his  judgment 
these  changes  are  changes  in  method  only,  whose  only  object  is 
to  serve  in  a  deeper  and  larger  way  the  great  purpose  for  which 
the  Foundation  came  into  being. 

I 

ORGANIZATION   AND  ADMINISTRATION 

The  Carnegie  Foundation  was  the  outcome  of  Mr.  Carnegie's 
sympathy  with  the  cause  of  education,  and  of  his  desire  to  be  of 
service  to  the  teachers  of  America.  In  a  letter  of  April  16,  1905, 
announcing  a  gift  for  this  cause,  he  wrote  ''I  have  reached  the 


FOUNDATION    FOR    ADVANCEMENT    OF   TEACHING  6 

conclusion  that  the  least  rewarded  of  all  the  professions  is  that 
of  the  teacher  in  our  higher  educational  institutions.  .  .  . 
Able  men  hesitate  to  accept  teaching  as  a  career,  and  many  old 
professors  whose  places  should  be  occupied  by  younger  men  can 
not  be  retired.  ...  I  have,  therefore,  transferred  to  you 
and  your  successors,  as  Trustees,  $10,000,000  five  per  cent  first 
mortgage  bonds  of  the  United  States  Steel  Corporation,  the  rev- 
enue from  which  is  to  provide  retiring  pensions  for  the  teachers 
of  universities,  colleges  and  technical  schools  in  our  country, 
Canada  and  Newfoundland,  under  such  conditions  as  you  may 
adopt  from  time  to  time."  This  letter  was  addressed  to  twenty- 
five  men  including  in  their  number  many  of  the  best  known 
presidents  of  colleges  and  universities  in  the  United  States,  such 
as  President  Eliot  of  Harvard,  President  Harper  of  Chicago,  and 
President  Wilson  of  Princeton.  A  list  of  this  first  group  of  Trust- 
ees is  given  in  the  appendix  of  this  paper. 

The  first  Executive  Committee  was  composed  of  the  following 
Trustees:  Henry  S.  Pritchett,  ex  officio,  Nicholas  Murray  Butler, 
Robert  A.  Franks,  Charles  C.  Harrison,  Alexander  C.  Humphreys, 
Frank  A.  Vanderlip,  Woodrow  Wilson. 

The  Executive  Committee,  by  the  direction  of  the  Board, 
obtained  from  the  Congress  of  the  United  States  an  act  of  in- 
corporation. 

This  act  enabled  the  corporation  to  receive  and  maintain  funds 
for  paying  pensions  to  college  teachers  in  the  United  States, 
Canada  and  Newfoundland,  and  ''in  general  to  do  and  perform 
all  things  necessary  to  encourage,  uphold  and  dignify  the  pro- 
fession of  the  teacher  and  the  cause  of  higher  education"  in 
these  three  countries.     The  act  is  printed  in  full  in  the  appendix. 

Of  the  original  members  of  the  Board  fifteen  still  remain  in 
service.  President  William  R.  Harper  died  before  taking  his 
seat.  Other  members  have  resigned  as  they  have  given  up  their 
university  places. 

The  by-laws  of  the  Board  of  Trustees  provide  for  the  election 
each  year  of  a  chairman  of  the  Board,  who  has  duties  independent 
of  the  President,  including  the  presiding  over  meetings,  the  ap- 


4  MANUAL   OF   THE    CARNEGIE    BENEFACTIONS 

pointment  of  committees,  and  the  designation  each  year  of  an  in- 
dependent auditor  to  examine  the  books  and  accounts  of  the 
Foundation.  The  following  Trustees  have  served  as  chairman 
of  the  Board:  President  Charles  W.  Eliot,  from  1905  to  1909; 
Provost  Charles  C.  Harrison,  from  1909  to  1910;  Principal  Wil- 
Uam  Peterson,  from  1910  to  1914;  President  William  Frederick 
Slocum,  from  1914  to  1917;  President  Arthur  Twining  Hadley, 
since  1917. 

The  administrative  officers  of  the  Board  are:  Henry  S.  Prit- 
chett.  President;  Robert  A.  Franks,  Treasurer;  Clyde  Furst, 
Secretary. 

These  officers  are  appointed  by  and  hold  office  at  the  pleasure 
of  the  Board. 

The  annual  meeting  of  the  Board  of  Trustees  is  held  on  the 
third  Wednesday  in  November,  a  date  which  falls  near  the  birth- 
day anniversary  of  Mr.  Carnegie.  It  has  been  the  custom  at  the 
annual  gatherings  for  Mr.  Carnegie  to  meet  the  Board  at  a  luncheon 
held  between  the  morning  and  afternoon  sessions  at  which,  with- 
out taking  part  in  the  business  meeting,  he  has  been  able  to  ex- 
press his  conception  of  the  scope  and  development  of  the  work 
of  the  Foundation.  These  conferences,  particularly  those  of  the 
earlier  years,  will  long  be  remembered  by  the  Trustees  as  gather- 
ings from  which  they  came  away  full  of  the  hope  and  the  faith  of 
which  the  founder  was  so  triumphant  a  representative. 

When  the  Board  had  obtained  a  charter  and  was  duly  organized 
for  its  work,  the  first  task  to  be  met  was  the  formulation  of  defi- 
nite rules  for  the  granting  of  retiring  allowances. 

it  was  clear  that  the  granting  of  such  allowances  upon  petition 
and  fortuitously  could  serve  no  permanent  purpose.  Retiring; 
allowances  to  be  of  value  must  come  in  accordance  with  rules 
under  which  a  teacher  would  be  entitled  to  anticipate  such  an 
allowance  under  stated  conditions.  Furthermore,  it  was  clear 
that  the  funds  at  the  disposition  of  the  Trustees  could  provide 
retiring  allowances  for  a  limited  number  of  teachers  only.  The 
Trustees  therefore  admitted  to  the  privileges  of  the  retiring  allow- 
ances certain  institutions,  whose  work  was  clearly  of  true  college 


FOUNDATION    FOR    ADVANCEMENT    OF   TEACHING  0« 

or  university  quality,  and  fixed  rules  for  retirement  under  which 
the  teachers  in  these  institutions  might  expect  retiring  allowances. 
These  are  known  as  associated  institutions. 

The  rules  adopted  for  conferring  retiring  allowances  were 
based  upon  length  of  service  and  upon  age.  Twenty-five  years 
of  service  as  a  professor  was  the  minimum  basis  of  the  service 
pension  and  sixty-five  years  the  minimum  limit  of  age  at  which 
retirement  could  be  asked. 

In  making  and  announcing  these  rules,  the  Trustees  of  the 
Foundation  took  pains  not  to  bind  themselves  to  any  contractual 
arrangement  or  to  promises  they  might  be  unable  to  fulfil.  In 
connection  with  the  announcement  of  the  rules,  and  as  part  of  the 
same  memorandum,  they  reserved  the  right  to  make  such  changes 
as  experience  might  indicate  as  desirable  for  the  benefit  of  the 
whole  body  of  teachers.  This  right  was  soon  exercised,  in  1908, 
by  the  extension  of  the  privileges  of  the  Foundation  to  widows  of 
teachers  and  to  instructors  as  well  as  to  professors,  and  in  1909 
by  the  elimination  of  the  pension  granted  on  the  basis  of  service 
alone. 

Notwithstanding  the  need  to  grant  retiring  allowances  accord- 
ing to  rule,  rather  than  in  response  to  requests  and  recommenda- 
tions, the  Trustees  realized  that  it  was  Mr.  Carnegie's  wish  to 
serve  the  old  and  faithful  teachers  of  this  generation,  to  as  great  an 
extent  as  possible.  The  Trustees  have  therefore  always  devoted  a- 
considerable  proportion  of  the  income  of  the  Endowment  to  the 
payment  of  retiring  allowances  to  individual  teachers,  in  institu- 
tions not  associated  with  the  Foundation,  but  who  had  grown  old 
in  teaching,  and  who  had  rendered  long  and  distinguished  service 
in  their  respective  States.  The  income  of  the  Foundation  has 
never  been  pledged  for  the  indefinite  future  to  a  group  of  teachers. 

Immediately  upon  the  announcement  of  the  rules  of  retirement, 
the  Trustees  were  called  upon  to  decide  a  difficult  question  of 
general  poUcy.  Mr.  Carnegie,  in  the  language  of  his  letter  of 
gift,  did  not  ''presume  to  include"  institutions  controlled  and 
supported  by  the  States.  The  representatives  of  the  tax-sup- 
ported institutions  made  vigorous  application  to  be  included  iA 


6  MANUAL   OF   THE    CARNEGIE   BENEFACTIONS 

the  list  of  institutions  sharing  in  the  pension  privileges.  The 
inclusion  of  State  institutions  was  urged  mainly  upon  three 
grounds — that  these  institutions  were  nonsectarian  and  therefore 
belonged  to  the  class  of  colleges  in  which  Mr.  Carnegie  was  most 
interested;  that  to  omit  them  from  the  pension  privileges  of  the 
Foundation  would  divide  American  institutions  of  learning  into 
two  contrasted  groups,  and  in  the  third  place  it  was  argued  that 
the  States  of  the  Union  and  the  provinces  of  Canada  would  never 
pay  pensions  to  teachers,  and  therefore  aid  from  private  sources 
was  essential  if  pensions  were  ever  to  be  obtained  by  the  teachers 
in  tax-supported  institutions. 

By  direction  of  the  Trustees  the  matter  was  made  the  subject 
of  a  special  report  by  the  President.  This  report  presented  the 
arguments  for  and  against  the  establishment  of  a  pension  system 
in  State  institutions  by  private  endowment,  and  urged  in  con- 
clusion that  the  best  interests  of  the  teachers  in  State  institutions 
would  be  conserved  by  obtaining  pension  privileges  through  the 
State  governments,  even  though  it  might  require  time  to  educate 
the  pubUc  to  this  notion. 

Mr.  Carnegie  in  March  1908,  offered  five  millions  of  dollars 
■additional  endowment  to  enable  the  Trustees  to  enlarge  the  num- 
ber of  institutions  *' should  the  governing  boards  of  any  State  uni- 
-versities  apply  for  participation  in  the  fund  and  the  legislature 
and  governor  of  the  State  approve  such  appU cation."  He  di- 
rected that  the  two  funds  thus  provided  be  considered  a  single 
endowment.  In  accordance  with  these  conditions,  application 
has  been  made  on  behalf  of  all  of  our  State  universities  for  a  share 
in  the  pensions  provided  by  this  endowment,  and  these  appUca- 
tions  have  been  approved  by  the  legislatures  and  governors  of  the 
respective  States.  Similar  action  has  been  taken  in  the  provinces 
of  Canada. 

It  is  interesting  to  note  that  although  little  more  than  ten  years 
have  elapsed  since  this  discussion,  pensions  for  teachers  are  al- 
ready being  paid  in  whole  or  in  part  by  the  following  State  or 
Provincial  Governments:  Arizona, California, Colorado, Connecti- 
cut, IlUnois,  Indiana,  Maine,  Maryland,  Massachusetts,  Minne- 


FOUNDATION  FOR  ADVANCEMENT  OF  TEACHING        7 

seta,  Nevada,  New  Hampshire,  New  Jersey,  New  York,  North 
Dakota,  Pennsylvania,  Rhode  Island,  Vermont,  Virginia,  West 
Virginia,  and  Wisconsin,  and  in  the  Canadian  provinces  of  Ontario 
and  Saskatchewan. 

Seventy-three  institutions  of  higher  learning  have  been  ad- 
mitted to  the  list  of  associated  institutions.  Of  these,  sixty- 
three  are  endowed  colleges  controlled  by  boards  of  trustees, 
while  ten  are  tax-supported  institutions  controlled  by  State, 
provincial,  or  municipal  governments. 

Of  the  seventy-three  associated  institutions  seventy  are  in  the 
United  States  and  three  in  Canada.  There  are  in  the  United 
States  approximately  one  thousand  institutions  granting  college 
degrees.  In  the  Dominion  of  Canada,  where  the  degree-granting 
power  has  been  much  more  carefully  guarded,  there  are  some 
seventy  institutions  bearing  the  name  college  or  university.  The 
institutions  whose  professors  participate  in  the  privileges  of  the 
pension  system  of  the  Foundation  include,  therefore,  only  about 
seven  per  cent  of  the  degree-granting  institutions  of  the  United 
States  and  Canada,  but  as  these  institutions  include  some  of  the 
largest  endowed  and  tax-supported  universities  their  teachers 
constitute  a  much  larger  percentage  of  the  total  number  of  coUege 
teachers  in  the  two  countries.  A  list  of  the  associated  colleges 
and  universities  is  given  in  the  appendix. 

The  Carnegie  Institute  of  Technology  also  enjoys  the  privi- 
leges of  an  associated  institution,  thus  bringing  the  total  to 
seventy-four. 

In  these  seventy-four  colleges,  universities  and  technical  schools 
there  were,  as  of  date  April  1,  1917,  6,593  teachers  including 
professors,  associate  or  assistant  professors,  and  instructors.  Of 
these  715  were  women. 

The  cost  of  the  retiring  allowances  for  these  teachers  and  of 
pensions  for  widows  of  teachers  amounted  for  the  year  ending 
June  30,  1918,  to  $680,855.71.  For  the  thifteen  years  of  its 
existence  ending  November  20,  1918,  the  Foundation  has  granted 
469  retiring  allowances  and  151  widows'  pensions  in  the  associated 
institutions  at  a  cost  of  $4,910,967.17  and  135  allowances  and  43 


8  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

widows' pensions  in87  other  institutions  at  a  cost  of  $1,349,532.99. 
The  total  expenditure  for  the  entire  798  allowances  and  pensions 
amounted  therefore  at  the  date  mentioned  to  $6,260,500.16. 
These  payments  were  made,  in  the  main,  to  men  and  women 
grown  old  in  a  profession  in  which  there  had  been  scant  oppor- 
tunity to  provide  against  dependence  in  old  age.  How  much  of 
human  anxiety  the  expenditure  of  this  money  has  relieved,  no 
one  can  tell.  To  have  rendered  this  service  has  been  to  the 
founder  of  this  institution  one  of  the  greatest  satisfactions  amid 
the  gradually  lengthening  shadows  of  advancing  age.  To  him 
the  occasional  letter  of  appreciation  from  an  old  teacher,  or  from 
a  teacher's  widow,  has  meant  a  true  benediction. 

The  administration  of  the  Trust  so  far  as  Newfoundland  is  con- 
cerned has  presented  difficulties.  When  it  became  necessary,  in 
the  judgment  of  the  Trustees,  to  pay  retiring  allowances  through 
institutions  of  college  grade,  articulating  with  a  secondary  school 
system,  the  educational  system  in  Newfoundland  was  so  unlike 
those  in  the  United  States  and  Canada,  that  it  has  been  found 
necessary  to  grant  such  retiring  allowances  as  were  paid  to  teachers 
in  Newfoundland  to  individuals,  upon  the  recommendation  of  the 
Newfoundland  authorities. 

The  transformation  of  the  retiring  allowance  system  into  a  con- 
tributory form,  as  described  hereafter,  will  offer  to  teachers  in 
higher  education  in  Newfoundland,  and  in  particular  to  those 
hereafter  entering  the  profession,  exactly  the  same  opportunities 
as  to  those  in  the  United  States  and  Canada. 

Among  the  distinguished  scholars  and  teachers  who  have  re- 
ceived retiring  allowances  at  the  hands  of  the  Trustees  of  the 
Foundation  have  been  the  following:  Professors  William  James, 
Palmer,  Peabody,  and  Toy  of  Harvard,  Beers,  Sumner,  Ladd,  and 
Woolsey  of  Yale,  Corson  and  De  Garmo  of  Cornell,  Burgess  and 
Chandler  of  Columbia,  Ormond  of  Princeton,  March  of  Lafayette 
and  Gildersleeve  of  Johns  Hopkins;  Deans  Wright  of  Yale,  Van 
Amringe  of  Columbia,  Stoddard  of  New  York  University ,  and  Snow 
<ind  Woodward  of  Washington  University;  Edgar  Gardner  Mur- 
phy, secretary    of    the  Southern  Education  Board;  Presidents 


FOUNDATION  FOR  ADVANCEMENT  OF  TEACHING        9 

Eliot  of  Harvard,  Patton  of  Princeton,  Remsen  of  Johns  Hopkins, 
Seelye  of  Smith,  and  Taylor  of  Vassar,  Gordon  of  Queen's  Univer- 
sity, Northrup  of  Minnesota,  Jesse  of  Missouri,  Jordan  of  Leland 
Stanford;  WiUiam  Pilot,  president  of  the  Council  of  Education  of 
Newfoundland;  and  William  T.  Harris,  United  States  Commis- 
sioner of  Education. 

II 

STUDIES   IN   EDUCATION 

In  the  charter  of  the  Foundation,  provision  is  made  for  engag- 
ing in  any  endeavor  within  the  field  of  education  that  tends  to 
promote  and  advance  the  profession  of  the  teacher.  It  has  always 
been  recognized  by  the  Trustees  that  the  study  and  report  upon 
educational  problems  is  one  of  the  fruitful  fields  of  endeavor  upon 
which  such  an  endowed  agency  could  enter.  For  this  work,  the 
detachment  of  the  Foundation  from  local  interests  and  institution- 
al plans  presents  a  certain  advantage.  It  goes  without  saying  that 
those  in  charge  of  such  an  organization  can  assume  to  possess  no 
wisdom  superior  to  that  of  college  teachers,  or  of  university 
presidents,  or  of  officials  of  State  systems  of  education.  They 
may,  however,  by  reason  of  the  very  detachment  of  such  an 
endowment,  be  able  to  approach  such  questions  free,  to  some 
extent  at  least,  of  local  interest  or  of  institutional  parallax.  If 
the  studies  of  the  Foundation  have  resulted  in  a  real  service  to 
education,  the  result  is  due,  in  part  at  least,  to  this  fact. 

Recognizing  the  value  of  such  work,  Mr.  Carnegie,  as  president 
of  the  Carnegie  Corporation,  addressed  a  letter  on  January  31, 
1913,  to  the  Trustees  of  the  Foundation  in  which  he  offered 
$1,250,000  of  four  per  cent  bonds  as  an  endowment  for  a  Division 
of  Edui^ational  Enquiry.  The  Trustees  accepted  this  gift  as  a 
separate  trust,  and  the  fifty  thousand  dollars  of  annual  income 
has  been  devoted  to  the  work  of  educational  enquiry.  In  making 
such  studies,  the  effort  has  been  made  to  avoid  the  formation  of  a 
bureau  having  a  fixed  organization  and  a  crystalUzed  educational 
program.     The  principal  studies  have  been  made  by  men  selected 


10  MANUAL   OF   THE   CARNEGIE   BENEFACTIONS 

for  their  special  qualifications,  who  have  come  temporarily  to 
the  service  of  the  Foundation,  giving  their  whole  time  and  thought 
to  the  study  during  the  period  of  their  stay,  and  at  the  com- 
pletion of  the  study,  returning  to  their  former  places.  Universi- 
ties and  colleges  have  cooperated  most  cordially  with  the  Founda- 
tion by  lending  their  professors  for  periods  of  one,  two,  or  three 
years  for  such  studies.  Among  those  who  have  temporarily 
served  the  Foundation  in  its  various  studies  are  Abraham  Flexner, 
now  secretary  of  the  General  Education  Board ;  Morris  Llewellyn 
Cooke,  now  of  the  War  Industries  Board;  Professor  Josef  Red- 
lich  of  the  University  of  Vienna;  Charles  Riborg  Mann,  now 
adviser  to  the  War  Department  Committee  on  Education ;  Deans 
Pound,  Stone,  Hall,  Bates,  James,  and  McGovney,  and  Professor 
Costigan  of  the  law  schools  of  Harvard,  Columbia,  Chicago, 
Michigan,  Missouri,  Iowa,  and  Northwestern;  among  professors- 
of  education:  Thorndike  and  Strayer  of  Columbia,  Dearborn  of 
Harvard,  McMurry  of  George  Peabody  College,  Bagley  of 
Illinois,  Josselyn  of  Kansas,  and  Elliott  of  Montana;  and  Com-^ 
missioner  Hillegas  of  Vermont.  Technical  advice  has  been  se- 
cured from  a  large  number  of  others. 

In  the  prosecution  of  educational  studies,  the  Foundation  has 
offered  to  those  who  thus  cooperated  with  it  the  largest  measure 
of  freedom,  both  in  their  methods  and  in  their  utterances.  The 
discussions  and  papers  relating  to  educational  enquiries  have  been 
printed  in  part  in  the  annual  reports  of  the  President,  and  in  part 
in  special  publications  known  as  bulletins.  These  discussions, 
and  reports  have  covered  a  wide  range  of  topics,  such  as  miUtary, 
civil,  clerical,  industrial,  and  teachers'  pension  systems;  State, 
provincial,  and  denominational  support  and  control  of  higher  edu- 
cation and  financial  reporting;  college  advertising  and  catalogues; 
college  entrance  requirements  and  their  administration;  the  ap~ 
pointment,  salaries,  tenure,  and  retirement  privileges  of  college 
teachers;  the  reporting  of  college  finances;  the  present  state  of 
agricultural,  engineering,  legal,  and  medical  education  and  the 


FOUNDATION    FOR    ADVANCEMENT    OF   TEACHING  11 

training  of  teachers;  academic  standards  in  general;  education 
and  politics;  State  educational  reports;  the  legislative  history  of 
federal  aid  to  education,  and  European  views  of  American  educa- 
tion. The  Foundation  has  just  issued  bulletins  concerning  En- 
gineering Education  and  Pensions  for  Public  School  Teachers. 
Studies  of  the  training  of  teachers  and  of  legal  aid  societies  are 
nearly  ready.  Steady  progress  is  being  made  on  a  comprehensive 
study  of  legal  education. 

In  the  prosecution  of  these  studies  the  Foundation  has  had  an 
enlightening  experience,  not  only  as  to  the  difficulty  of  obtaining 
men  fitted  for  the  discriminating  and  laborious  study  of  educa- 
tional enquiry,  but  also  as  to  the  expenditure  of  time  and  money 
necessary  to  obtain  the  information  upon  which  alone  a  just  and 
useful  report  could  be  based. 

The  report  on  medical  education  in  the  United  States  and  in 
Europe,  contained  in  two  bulletins,  occupied  four  years  in  prep- 
aration and  cost,  including  publication,  approximately  forty 
thousand  dollars. 

The  re^port  on  the  educational  system  of  Vermont  occupied 
two  years  in  preparation,  and  cost  in  its  preparation  and  publica- 
tion twenty  thousand  dollars. 

The  study  of  the  training  of  teachers,  part  of  which  is  now  in 
presS;  has  engaged  first  and  last  the  services  of  seventy-five  per- 
sons, and  deals  comprehensively  with  the  training  institutions 
and  the  twenty  thousand  teachers  of  a  great  State.  It  has  oc- 
cupied more  than  four  years  and  has  cost  seventy-five  thousand 
dollars. 

The  report  on  legal  education  begun  in  1913  is  not  yet  complete. 
One  bulletin  has  already  appeared  dealing  with  the  Case  System 
of  instruction  in  law  schools.  A  second  bulletin,  entitled  ''Justice 
and  the  Poor,"  is  now  in  press.  The  study  has  involved  not 
only  the  examination  of  every  law  school  in  the  country  but  the 
study  of  the  system  of  admission  to  the  bar  in  forty-eight  States. 
At  times  as  many  as  fifty  people  have  been  occupied  simultane- 
ously in  this  study.     The  mass  of  material  brought  together  is 


12  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

enormous,  but  it  has  gradually  been  digested  to  the  point  where 
its  evidence  can  be  made  clear,  not  only  to  the  trained  lawyer, 
but  to  the  intelligent  layman  interested  in  the  administration  of 
justice. 

In  a  country  so  large  as  ours  where  conditions  are  so  varied 
and  the  number  of  men  and  of  organizations  to  be  considered  in 
any  educational  enquiry  is  so  great,  the  mere  gathering  of  the  in- 
formation necessary  to  come  to  a  fair  knowledge  of  the  truth  is  a 
costly  and  laborious  undertaking. 

Whenever  the  Foundation  has  undertaken  a  study  of  this  char- 
acter, it  has  adopted  the  principle  that  a  thorough  and  painstaking 
study,  based  upon  full  evidence  and  fairly  and  honestly  inter- 
preted, is  worth  more  than  any  number  of  superficial  and  partial 
reports.  Having  begun  such  an  enquiry,  it  has 'spared  neither 
expense  nor  time  to  procure  the  information  deemed  necessary 
by  those  having  the  study  in  charge,  and  it  has  steadily  declined 
to  publish  a  report  until  the  subject  has  been,  to  the  best  of  our 
knowledge  and  ability,  worked  out.  Having  reached  that  point, 
the  Foundation  has  endeavored  to  print  its  reports  in  as  clear  and 
simple  a  form  as  possible.  One  must  under  such  conditions 
sometimes  be  disappointed  by  unexpected  delays.  Time  is  itself 
a  factor  in  the  value  of  a  report  or  of  an  educational  study. 
Nevertheless,  the  dangers  from  delays  due  to  such  causes  are  not 
to  be  compared  to  those  that  arise  from  hasty  investigations. 

A  list  of  the  publications  of  the  Foundation,  including  the  an- 
nual reports  and  the  bulletins  devoted  to  special  enquiries,  is  given 
at  the  end  of  this  paper.  There  is  a  cumulative  index  to  the  first 
ten  reports. 

Ill 

THE   REORGANIZATION   OF  THE   PENSION   SYSTEM 

When  the  Carnegie  Foundation  was  incorporated  in  the  spring 
of  1906,  there  was  no  conception  of  a  pension  plan  in  the  minds  of 
Mr.  Carnegie  and  of  his  Trustees,  except  that  of  the  free  payment 
of  pensions  to  as  many  teachers  as  the  income  of  the  endowment 


FOUNDATION  FOR  ADVANCEMENT  OF  TEACHING       13 

would  provide.  In  making  such  payments,  the  Trustees  had 
clearly  recognized  that  such  pensions  or  allowances  must  be  sti- 
pendiary in  character,  that  is  to  say,  they  must  have  some  fair 
relation  to  the  active  salary.  In  general,  the  rules  aimed  to  pro- 
vide an  old  age  pension  equal  to  approximately  sixty  per  cent  of 
the  active  pay  during  the  last  five  years  of  service.  The  rules 
were  so  framed  that  this  proportion  was  about  sixty  per  cent  f®r 
the  average  pay  of  the  full  professor;  being  larger  than  sixty  per 
cent  for  smaller  salaries  and  less  than  sixty  per  cent  for  larger 
ones.  Thus  a  man  retiring  at  sixty-five  on  a  salary  of  $1200  re- 
ceived a  retiring  allowance  of  SI 000;  one  retiring  on  a  $3000  salary 
a  $1900  allowance,  while  one  retiring  on  a  $6000  salary  received  an 
allowance  of  $3400.  The  maximum  allowance  granted  was  $4000. 

The  Trustees  likewise  adopted  as  a  general  policy  the  confer- 
ring of  retiring  allowances  through  designated  colleges  and  uni- 
versities. No  other  plan  was  possible  if  the  teacher  was  to  re- 
ceive his  allowance  under  definite  rules,  while  at  the  same  time 
the  number  of  teachers  to  whom  pensions  could  be  given  was 
necessarily  limited.  The  system  of  retiring  allowances  set  up  by 
the  Trustees  in  accordance  with  the  general  desire  of  the  founder, 
was,  therefore,  a  non contributory  pension,  established  in  a 
limited  number  of  colleges  and  universities,  under  rules  fixed  by 
the  Trustees,  and  subject  to  modification  as  time  and  experience 
might  indicate. 

Within  a  very  short  time  the  defects  of  this  plan  began  to  show 
themselves.  The  establishment  of  a  privilege  so  valuable  as  a 
free  pension,  when  restricted  to  a  limited  number  of  institutions, 
involved  discriminations  between  institutions  which  as  time  passed 
became  more  and  more  difficult  to  justify. 

The  working  of  the  rules  themselves  began  to  show  results  not 
anticipated.  Mr,  Carnegie  had  in  mind  the  offer  of  a  pension  to 
the  teacher  grown  old  in  the  service.  To  the  old  teacher,  such 
a  privilege  coming  unexpectedly  at  the  end  of  long  and  faithful 
work  was  a  gracious  and  friendly  service.  The  situation  was 
entirely  different  when  the  promise  of  a  pension  was  held  before 
the  eyes  of  the  man  who  was  twenty,  thirty,  or  forty  years  away 


14  MANUAL   OF   THE    CARNEGIE   BENEFACTIONS 

from  retirement.  Within  a  few  years,  both  Mr.  Carnegie  and  the 
Trustees  began  to  have  serious  doubts  of  the  wisdom  of  any  sys- 
tem of  pensions  provided  entirely  without  the  cooperation  of  the 
beneficiary,  whether  he  were  a  teacher,  a  government  employe,  or 
an  industrial  worker. 

There  was  only  one  thing  that  right-minded  and  courageous 
men  could  do  under  such  circumstances,  and  that  was  to  make 
a  thorough  study  of  the  whole  subject  and,  after  full  knowledge, 
to  go  forward  to  ^  constructive  and  permanent  solution  of  the 
problem  of  teachers^  pensions. 

As  a  preliminary,  the  literature  of  the  world  bearing  on  such 
questions  was  brought  together  and  discussed.  The  reports  of 
the  Foundation  and  the  material  gathered  at  its  office  contain 
probably  the  most  complete  statement  of  pension  literature  in  ex- 
istence. In  addition,  the  Trustees  of  the  Foundation  sought  the 
advice  and  aid  of  expert  actuaries,  statisticians,  and  economists. 

The  pension  problem  has  become  in  the  last  twelve  years  a 
social  and  economic  question  of  the  first  importance,  and  the 
Trustees  soon  realized  that  the  right  solution  of  their  problem 
was  one  of  far-reaching  effect.  They  endeavored,  therefore,  to 
deal  not  only  with  the  details  of  teachers'  pensions,  but  to  deter- 
mine the  fundamental  principles  that  must  underlie  a  pension 
system  designed  for  any  group  in  the  body  politic. 

This  study  extended  over  a  series  of  years.  The  steps  by  which 
the  various  conclusions  were  reached  are  given  in  detail  in  the 
reports  and  bulletins  of  the  Foundation.  They  can  be  best  ex- 
amined in  these  publications. 

The  conclusions  to  which  the  Trustees  were  led  were  so  impor- 
tant, that  these  should  be  briefly  stated  in  any  account  of  the 
first  twelve  years  of  the  Foundation's  history. 

The  facts  clearly  estabUshed  by  these  investigations  were  the 
following: 

A  pension  system  paid  out  of  income,  whether  of  a  government 
or  of  a  corporation,  at  no  cost  to  the  beneficiary  is  expensive  be- 
yond all  anticipation.  Its  cost  is  not  only  impossible  to  estimate 
in  advance,  but  has  proved  an  intolerable  burden  even  to  the 
practically  unlimited  income  of  a  government. 


FOUNDATION   FOR   ADVANCEMENT   OF   TEACHING  15 

Experience  shows  further  that  while  under  the  noncontrib- 
utory  plan  the  beneficiary  appears  to  get  something  for  nothing, 
it  is  certain  that  in  a  limited  number  of  years  the  pension  will  be 
absorbed  in  the  wage  or  salary  schedule,  and  become  practically 
deferred  pay,  received  by  only  a  minority  of  those  interested. 

The  effect  of  the  so-called  free  pension  upon  the  individual  is 
distinctly  demoralizing.  The  notion  of  getting  something  for 
nothing  appeals  to  our  universal  human  nature,  but  it  is  a  prolific 
breeder  of  human  selfishness.  Not  only  is  this  true,  but  the 
Ufting  from  the  shoulders  of  the  individual  of  a  responsibihty 
properly  and  rightfully  his  is  a  source  of  weakness,  not  of  strength. 
What  society  needs  is  the  machinery  under  which  the  individual 
shall  be  able  to  discharge  his  obHgation,  without  making  an 
unreasonable  demand  either  upon  his  financial  resources  or  upon 
his  self-control. 

The  evidence  brought  together  convinced  the  Trustees  that  a 
noncontributory  pension  system,  such  as  they  had  inaugurated, 
was  not  in  the  permanent  interest  of  the  college  teacher,  and  that 
it  should  be  transformed  into  a  system  in  which  the  expense  could 
be  definitely  estimated  in  advance,  in  which  the  teacher  should 
have  the  security  of  an  individual  contract,  and  in  which  the 
teacher  and  his  employer,  the  college,  should  cooperate  in  estab- 
lishing, maintaining,  and  governing  the  organization  through 
which  the  contracts  for  retiring  allowances  were  to  be  made  and 
carried  out.  It  is  a  source  of  great  satisfaction  that  the  founder 
himself  approved  these  conclusions  heartily  and  completely. 

When  the  Trustees  had  come  thus  far,  their  task  was  only  be- 
gun. It  is  one  thing  to  point  out  the  defects  of  a  piece  of  social 
mechanism;  it  is  quite  another  to  construct  in  its  place  one  that 
will  serve.  In  this  constructive  effort  the  Trustees  sought  to  avail 
themselves  of  every  possible  aid  from  experts  in  America  and 
Europe,  and  they  endeavored  also  to  consult  all  those  directly 
interested  in  the  outcome,  desiring  not  only  to  obtain  the  benefit 
of  constructive  suggestion,  but  also  to  meet  as  far  as  possible  the 
points  of  view  of  the  teachers  themselves,  and  of  the  various  col- 
leges and  universities.     With  this  end  in  view  the  Foundation 


16  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

corresponded  not  only  with  hundreds  of  individual  teachers,  and 
with  college  and  university  authorities,  but  invited  organizations 
such  as  the  Association  of  American  Universities,  the  Association 
of  State  Universities,  the  Association  of  American  Colleges,  and 
the  American  Association  of  University  Professors  to  criticize  the 
provisional  plans  proposed,  and  to  set  forth  themselves  such  con- 
structive measures  as  in  their  individual  or  collective  judgment 
were  desirable  or  important.  These  exchanges  occupied  more 
than  two  years,  and  afforded  every  opportunity  for  conference  with 
and  the  cooperation  of  those  interested. 

Finally,  the  Trustees  of  the  Foundation  appointed  a  commis- 
sion to  consider  a  provisional  plan,  and  to  report  upon  the  funda- 
mental principles  of  a  pension  system.  Besides  Trustees  of  the 
Foundation,  this  commission  contained  representatives  of  the 
various  organizations  just  mentioned.  The  commission  had  the 
assistance  of  expert  actuaries.  In  their  report  to  the  Foundation 
the  commission  stated  in  definite  and  carefully  chosen  words,  the 
fundamental  principles  of  a  sound  pension  system.  These  prin- 
ciples fall  into  two  groups,  the  one  resting  upon  economic  and 
social  considerations,  the  other  upon  actuarial  and  financial  facts. 
The  principles  thus  formulated  by  the  commission  were  the 
following: 


1.  The  function  of  a  pension  system  is  to  secure  to  the  individual  who 
participates  in  it  protection  against  the  risk  of  dependence  due  to  old  age  or  to 
disability. 

2.  The  obligation  to  secure  this  protection  for  himself  and  for  his  family 
rests  first  upon  the  individual.  This  is  one  of  the  primary  obUgations  of  the 
existing  social  order.  Society  has  done  its  best  for  the  individual  when  it  pro- 
vides the  machinery  by  which  he  may  obtain  this  protection  at  a  cost  within 
his  reasonable  ability  to  pay. 

3.  Men  either  on  salary  or  on  wages  are,  in  the  economic  sense,  employes. 
The  employer,  whether  a  government,  a  corporation,  or  an  individual,  has  a 
direct  financial  interest  in  the  establishment  of  some  pension  system  which 
shall  enable  old  or  disabled  employes  to  retire  under  satisfactory  conditions. 
In  addition,  society  demands  today  that  the  employer  assume  some  part  in  the 
moral  and  social  betterment  of  his  employes.     The  obligation  of  the  employer 


FOUNDATION  FOR  ADVANCEMENT  OF  TEACHING       17 

to  cooperate  in  sustaining  a  pension  system  is  primarily  a  financial  one,  and  in 
the  second  place,  a  moral  one. 

4.  A  pension  system  designed  for  any  group  of  industrial  or  vocational 
workers,  should  rest  upon  the  cooperation  of  employe  and  employer. 

5.  Teachers'  pensions  should  be  stipendiary  in  character,  amounting  to  a 
fair  proportion  of  the  active  pay. 

II 

1.  In  actuarial  terms,  a  pension  is  a  deferred  annuity  upon  the  life  of  one  or 
more  individuals,  payable  upon  the  fulfilment  of  certain  conditions. 

2.  In  order  that  an  individual  participating  in  a  pension  system  may  be 
assured  of  his  annuity  when  due,  one  condition  is  indispensable:  There  must 
be  set  aside,  year  by  year,  the  reserve  necessary,  with  its  accumulated  interest, 
to  provide  the  annuity  at  the  age  agreed  upon.  On  no  other  conditions  can 
the  participator  obtain  a  satisfactory  contract.  The  man  of  thirty  who  partici- 
pates in  a  pension  plan  under  which  he  expects  an  annuity  thirty-five  or  forty 
years  in  the  future,  will  take  some  risk  of  disappointment  in  accepting  any 
arrangement  less  secure  than  a  contractual  one. 

3.  A  pension  system  conducted  upon  the  actuarial  basis  of  setting  aside, 
year  by  year,  the  necessary  reserve  is  the  only  pension  system  whose  cost  can 
be  accurately  estimated  in  advance. 

4.  A  method  by  which  a  pension  is  paid  for  in  advance  in  annual  or  monthly 
instalments  is  the  most  practical  plan  which  can  be  devised  for  purchasing  a 
deferred  annuity,  provided  that  the  contributions  begin  early  in  the  employe's 
career,  and  provided  also  that  the  contributions  paid  in  year  by  year  receive 
the  benefit  of  the  current  interest  for  safe  investments. 

5.  As  a  matter  of  practical  administration,  a  pension  system  should  apply  to 
a  group  whose  members  live  under  comparable  financial  and  economic  condi- 
tions. To  attain  its  full  purpose,  participation  in  the  pension  system  to  the 
extent  of  an  agreed  minimum,  should  form  a  condition  of  entering  the  service 
or  employment  the  members  of  which  are  cooperating  in  the  pension  system. 

In  addition  to  this  formulation  of  the  underlying  principles  of 
a  pension  or  annuity  system,  the  commission  pointed  out  that  the 
problem  of  affording  protection  to  the  teacher  against  dependence 
in  old  age,  both  for  economic  and  for  financial  reasons,  should 
be  coordinated  with  that  of  protection  for  his  family  against  de- 
pendence in  case  of  his  premature  death.  In  other  words,  an  in- 
surance contract  covering  the  active  period  of  a  teacher's  service 
ought  to  articulate  with  an  annuity  contract  when  income  earning 
power  diminishes.     The  question  of  obtaining  such  facilities 


18  MANUAL   OF   THE    CARNEGIE    BENEFACTIONS 

through  existing  insurance  companies  was  carefully  considered, 
and  the  opinions  of  actuaries  and  of  the  experts  in  state  depart-^ 
ments  of  insurance  were  obtained.  These  opinions  were  unani- 
mous in  recommending  the  creation  of  an  agency  specially  devoted 
to  this  purpose.  The  commission,  therefore,  approved  and  rec- 
ommended to  the  Trustees  of  the  Foundation  a  plan  for  an  in- 
surance and  annuity  company  to  be  chartered  under  State  law, 
which  should  offer  to  teachers,  as  they  enter  their  profession, 
insurance  and  annuity  contracts  at  net  rates  and  in  forms  best 
adapted  to  their  needs.  This  recommendation  has  been  carried 
out  by  the  establishment  of  the  Teachers  Insurance  and  Annuity 
Association  of  America,  chartered  under  the  laws  of  the  State  of 
New  York,  and  supplied  by  the  Carnegie  Corporation,  at  the  rec- 
ommendation of  the  Foundation,  with  a  capital  and  surplus  of 
one  million  dollars.  In  this  agency  is  now  provided  the  machin- 
ery through  which  the  teacher  may  obtain,  through  insurance  and 
annuity  contracts,  requisite  protection  for  himself  and  for  his  de- 
pendents. The  handbook  of  the  Association  describes  in  detail 
the  various  policies,  their  cost,  and  the  arrangement  under  which 
the  premiums  may  be  paid  in  annual,  semi-annual,  quarterly,  or 
monthly  payments.  Any  information  desired  concerning  the 
policies  of  the  Association  can  be  had  by  addressing  the  Actuary 
of  the  Association  at  576  Fifth  Avenue,  New  York  City. 

Unless  one  has  had  the  time  and  the  patience  to  read  the  Htera- 
ture  of  old  age  pensions  and  of  social  insurance,  he  can  not  appre- 
ciate at  its  full  value  the  significance  to  the  teaching  profession 
of  the  solution  of  the  problem  of  old  age  pensions  and  teachers' 
insurance  thus  worked  out.  Teachers  themselves  will  perhaps 
appreciate  its  significance  only  after  the  lapse  of  some  years, 
blinder  the  conditions  thus  established,  a  young  instructor  at 
'thirty  can  carry  five  thousand  dollars  of  insurance  at  an  approxi- 
mate cost  of  five  dollars  a  month.  By  a  similar  monthly  payment 
in  cooperation  with  his  college,  he  may  secure  an  annuity  contract 
which,  if  he  lives  to  sixty-five,  will  provide  an  annual  income  of 
one  thousand  dollars,  or  in  case  of  death  before  that  age,  will  be 
added  with  its  accumulations  to  the  insurance  payment.     In  a 


FOUNDATION  FOR  ADVANCEMENT  OF  TEACHING       19 

word,  the  conditions  have  been  estabhshed  under  which  the  am- 
bitious and  high-minded  man  entering  the  profession  of  the  teacher 
may,  within  his  reasonable  abihty  to  pay,  protect  himself  and  his 
family,  and  may  do  this  with  full  consciousness  of  manly  inde- 
pendence, of  financial  security,  and  of  freedom  in  his  profession. 
By  such  a  process  as  that  described,  the  problem  that  Mr. 
Carnegie  set  before  his  Trustees  has  been  brought  to  a  solu- 
tion. 

When  the  Trustees  of  the  Foundation  had  determined  upon  the 
wisdom  of  transforming  the  noncontributory  pension  system,  up- 
on which  they  had  entered,  into  a  contributory  system  of  annuity 
contracts,  and  of  offering  with  these  the  insurance  contracts  that 
would  naturally  supplement  the  annuities,  they  still  had  to  decide 
the  question:  What  is  a  just  and  reasonable  fulfilment  of  the  ex- 
pectations of  the  six  thousand  teachers  now  in  the  associated 
institutions  under  the  old  rules? 

While  the  Foundation  had  explicitly  reserved  from  the  begin- 
ning the  right  to  change  the  rules  governing  the  granting  of  these 
allowances,  nevertheless  there  was  a  very  natural  tendency  on 
the  part  of  the  beneficiaries,  both  individuals  and  colleges,  to 
construe  these  privileges  as  contracts.  The  Trustees  of  the 
Foundation  in  consultation  with  many  teachers  and  college  offi- 
cials, as  well  as  with  high-minded  and  disinterested  men  of  affairs, 
sought  to  determine  the  question  what  would  be  a  just  and  gener- 
ous fulfilment  of  these  expectations  without  involving  the  Founda- 
tion in  an  unwarrantable  use  of  trust  funds  for  a  very  long  period 
of  years  to  the  exclusion  of  the  claims  of  the  great  body  of  teachers 
in  the  United  States  and  Canada?  In  making  such  a  determina- 
tion the  Foundation  necessarily  took  counsel  with  the  Trustees 
of  the  Carnegie  Corporation,  to  whose  generous  interest  they 
were  indebted  for  the  additional  funds  necessary  to  provide  these 
pensions  for  the  distant  future. 

It  was  clear  that  teachers  nearing  retirement  had  expectations, 
of  a  very  different  sort  from  those  of  young  men  twenty-five, 
thirty,  or  forty  years  away  from  retirement,  and  who  through  the 
Teachers  Insurance  and  Annuity  Association  could  at  very  small 


"20  MANUAL   OF   THE   CARNEGIE   BENEFACTIONS 

<;ost  supplement  their  pensions  by  additional  annuities.  To  all 
younger  men  in  the  associated  colleges  the  facilities  of  the  new 
association  were  quite  as  valuable  as  to  teachers  in  colleges  not 
associated  with  the  Foundation. 

The  following  plan  was  therefore  adopted:  For  five  years  no 
change  is  made.  At  the  end  of  that  period  the  minimum  age  of 
retirement  is  raised,  year  by  year,  one  year  at  a  time,  for  a  second 
period  of  five  years,  by  which  time  it  has  been  brought  to  seventy 
years.  After  the  first  five  years,  a  teacher  retiring  before  the 
minimum  age  will  receive  an  allowance  diminished  by  one-fifteenth 
for  every  year  by  which  he  anticipates  the  minimum  age.  This 
arrangement  will  still  require  a  very  large  expenditure,  and  one 
that  will  absorb  practically  the  whole  income  of  the  Foundation 
for  fifty  years.  In  addition  there  will  be  expended  the  entire 
principal  and  interest  of  one  million  dollars  accumulated  by 
the  Foundation  and  a  large  reserve  fund  of  eleven  millions  of  dol- 
lars, contributed  by  the  Carnegie  Corporation  for  this  purpose. 
The  Foundation  will  expend,  during  the  next  fifty  years,  some 
sixty  millions  of  dollars  in  carrying  out  the  expectations  of  the 
teachers  in  the  associated  institutions. 

While  the  income  of  the  Foundation  will  thus  be  devoted  for 
many  years  to  come  to  the  payment  of  pensions  of  teachers  in  the 
associated  colleges,  its  great  endowment  of  fifteen  millions  of 
dollars  is  untouched.  Its  income,  as  it  is  set  free,  will  be  devoted 
to  the  advancement  of  teaching  along  such  lines  as  the  Trustees 
of  that  day  may  decide. 

The  gift  of  the  Founder  of  this  institution  was  conceived  in  the 
most  generous  spirit.  It  has  enabled  hundreds  of  college  teachers 
grown  old  in  service  to  retire  in  comfort  and  security.  As  a  per- 
manent solution  of  the  problem  of  the  protection  of  teachers  from 
the  risk  of  dependence,  the  plan  originally  adopted  by  Mr.  Carne- 
gie and  by  the  Trustees  of  the  Foundation  was  insufficient.  It 
has  served  its  purpose.  The  real  gain  to  colleges,  both  of  the 
associated  Hst  of  institutions  and  of  those  not  so  related,  hes  in 
the  fact  that  the  pension  problem  has  been  worked  out  and  its 
solution  provided  for  upon  a  basis  that  is  reasonable,  sound,  and 


FOUNDATION  FOR  ADVANCEMENT  OF  TEACHING       21 

enduring.  The  solution  of  the  fulfilment  of  reasonable  expecta- 
tions of  teachers  under  the  old  rules  that  has  finally  been  reached 
is  made  possible  by  the  generous  aid  of  the  Carnegie  Corporation. 
This  solution  is  regarded  by  high-minded  and  thoughtful  men 
looking  at  the  matter  from  a  detached  and  disinterested  point  of 
view  as  a  most  generous  fulfilment  of  the  expectations  of  these 
teachers.  It  is  believed  that  it  will  be  so  regarded  by  the  teachers 
themselves. 

The  obligations  in  this  matter  do  not  He  wholly  with  the  Trus- 
tees of  the  Carnegie  Foundation.  There  are  also  obligations 
upon  the  teachers  and  the  associated  colleges  who  have  been  for 
twelve  years,  and  who  will  continue  to  be  for  fifty  years  to  come, 
the  chief  beneficiaries  of  the  trust.  The  common  obligations  of 
Trustees  and  beneficiaries  have  perhaps  been  nowhere  better 
stated  than  in  the  following  words  from  the  president  of  the 
American  Association  of  University  Professors,  in  the  presidential 
address  of  four  years  ago : 

The  founder's  idea  was  a  noble  and  unique  one;  himself  and  his  Trustees  are 
entitled  to  our  heartiest  gratitude  and  cordial  sympathy.  The  grumbUng  and 
even  hostile  attitude  sometimes  exhibited  is  not  justifiable.  All  parties  can 
and  should  approach  the  subject  in  a  spirit  of  desire  for  frank  exchange  of  views 
and  of  mutual  support.  .  .  .  The  situation  at  the  outset  was  novel;  the 
enterprise  was  in  some  degree  inevitably  experimental  and  alterable.  The 
Trustees  were  and  are  morally  entitled  to  make  such  changes  as  may  seem 
-absolutely  necessary;  the  propriety  of  fulfilling  natural  expectations  of  bene- 
ficiaries being  as  obvious  to  the  Trustees  as  to  others.  Whatever  change  of 
plan  is  proposed  will  properly  rest  for  its  adoption  upon  the  just  and  enlight- 
ened judgment  of  the  Trustees  after  full  deliberation. 

The  story  of  the  twelve  years  of  the  Carnegie  Foundation  here 
briefly  told  touches  a  problem  of  vast  importance  to  the  people 
and  to  the  government  of  the  United  States.  War  pensions  in 
the  past  have  constituted  the  greatest  source  of  political  demorali- 
ization  of  which  our  government  can  be  charged.  The  legislation 
relating  to  our  Civil  War  pensions  is  a  monument  to  the  weakness 
of  our  legislators  and  our  Presidents,  with  the  notable  exception 
of  Grover  Cleveland.  The  increases  of  these  pensions  even 
during  the  last  year,  a  half  century  after  the  war  ended,  has 


22  MANltAL   OF   THE    CARNEGIE    BENEFACTIONS 

raised  the  annual  pension  roll  to  a  new  and  unheard  of  load  of 
$220,000,000. 

We  are  now  involved  in  a  war  in  which  the  number  of  soldiers 
engaged  enormously  exceeds  that  of  the  Civil  War.  If  there 
should  follow  upon  the  heels  of  peace  such  pension  legislation  as 
followed  the  Civil  War,  no  one  can  estimate  the  staggering  sum 
that  may  be  imposed  upon  the  country  in  the  matter  of  pensions. 
And  the  money  cost  is  only  the  smallest  part  of  the  load.  The 
demoralization  of  such  wholesale  exploitation  of  the  treasury  of 
the  government  is  beyond  words.  It  has  in  the  past  corrupted 
parties,  poisoned  legislation,  and  spoiled  the  sweet  taste  of  pa- 
triotic devotion  for  millions  of  our  people. 

Very  wisely  our  government  is  seeking  to  forestall  such  an  event 
by  a  generous  system  of  insurance  for  soldiers  upon  the  lines 
adopted  in  the  Teachers  Insurance  and  Annuity  Association. 
Our  past  experience,  however,  indicates  that  once  the  people  are 
taught  to  expect  something  for  nothing,  nothing  short  of  an  edu- 
cation as  to  the  fundamental  principles  of  a  pension  will  suffice  to 
prevent  in  the  future  a  demand  for  free  pensions  more  costly  and 
more  demoralizing  than  those  of  the  past. 

The  Trustees  of  the  Foundation  have  sought  honestly  and  sin- 
cerely to  apprehend  and  to  state  clearly  the  fundamental  condi- 
tions for  a  pension  system  that  shall  be  effective  but  shall  not 
demoralize.  In  formulating  these  principles  and  in  reconstruct- 
ing their  own  system  in  accordance  therewith,  they  have  dealt  in 
a  small  way  with  a  question  with  which  the  nation  must  deal  on 
a  far  greater  scale.  The  Trustees  have  sought  to  discharge  their 
obhgation,  not  only  to  a  trust  and  to  a  particular  group  in  the 
body  politic  but  an  obligation  to  the  country  as  well. 

Henry  S.  Pritchett. 

February,  1919. 


APPENDIX 

The  following  documents  bearing  upon  the  organization, 
history  and  work  of  the  Foundation  are  included  in  the 
Appendix. 

(1)  The  Letter  of  Mr.  Carnegie  establishing  the  trust. 

(2)  The  Original  Board  of  Trustees  and  the  constitution  of  the  Board  as  of 
July  1,  1918. 

(3)  The  Executive  Officers. 

(4)  The  Charter. 

(5)  List  of  Associated  Colleges  and  Universities. 

(6)  List  of  PubUcations. 

New  York.  April  16,  1905. 
Gentlemen  : 

I  have  reached  the  conclusion  that  the  least  rewarded  of  all  the  professions  is 
that  of  the  teacher  in  our  higher  educational  institutions.  New  York  City 
generously,  and  very  wisely,  provides  retiring  pensions  for  teachers  in  her 
public  schools  and  also  for  her  policemen.  Very  few  indeed  of  our  colleges  are 
able  to  do  so.  The  consequences  are  grievous.  Able  men  hesitate  to  adopt 
teaching  as  a  career,  and  many  old  professors  whose  places  should  be  occupied 
by  younger  men,  can  not  be  retired. 

I  have,  therefore,  transferred  to  you  and  your  successors,  as  Trustees, 
$10,000,000.00,  5%  First  Mortgage  Bonds  of  the  United  States  Steel  Corpora- 
tion, the  revenue  from  which  is  to  provide  retiring  pensions  for  the  teachers  of 
Universities,  Colleges,  and  Technical  Schools  in  our  country,  Canada  and 
Newfoundland  under  such  conditions  as  you  may  adopt  from  time  to  time. 
Expert  calculation  shows  that  the  revenue  will  be  ample  for  the  purpose. 

The  fund  appUes  to  the  three  classes  of  institutions  named,  without  regard 
to  race,  sex,  creed  or  color.  We  have,  however,  to  recognize  that  State  and 
Colonial  Governments  which  have  established  or  mainly  supported  Universi- 
ties, Colleges  or  Schools  may  prefer  that  their  relations  shall  remain  exclusively 
with  the  State.     I  can  not,  therefore,  presume  to  include  them. 

There  is  another  class  which  states  do  not  aid,  their  constitution  in  some 
cases  even  forbidding  it,  viz..  Sectarian  Institutions.  Many  of  these  estab- 
lished long  ago,  were  truly  sectarian,  but  today  are  free  to  all  men  of  all  creeds 
or  of  none — such  are  not  to  be  considered  sectarian  now.  Only  such  as  are 
under  the  control  of  a  sect  or  require  Trustees  (or  a  majority  thereof),  Officers, 
Faculty  or  Students  to  belong  to  any  specified  sect,  or  which  impose  any 
theological  test,  are  to  be  excluded. 


24  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

1  Trustees  shall  hold  office  for  five  years  and  be  eligible  for  reelection.  The 
first  Trustees  shall  draw  lots  for  one,  two,  three,  four  or  five  year  terms,  so- 
that  one-fifth  shall  retire  each  year.  Each  institution  participating  in  the 
Fund  shall  cast  one  vote  for  Trustees. 

The  Trustees  are  hereby  given  full  powers  to  manage  the  Trust  in  every 
respect,  to  fill  vacancies  of  non-ex-officio  members;  appoint  executive  com- 
mittees; employ  agents;  change  securities,  and,  generally  speaking,  to  do  all 
things  necessary,  in  their  judgment,  to  secure  the  most  beneficial  administra- 
tion of  the  Fimds. 

By  a  two-thirds  vote  they  may  from  time  to  time  apply  the  revenue  in  a, 
different  manner  and  for  a  different,  though  similar  purpose  to  that  specified,^ 
should  coming  days  bring  such  changes  as  to  render  this  necessary  in  their 
judgment  to,produce  the  best  results  possible  for  the  teachers  and  for  educa- 
tion. 

No  Trustee  shall  incur  any  legal  liabihty  flowing  from  his  Trusteeship.  All 
travelling  and  hotel  expenses  incurred  by  Trustees  in  the  performance  of  their 
duties  shall  be  paid  from  the  Fund.  The  expenses  of  a  wife  or  daughter  accom- 
panying the  Trustees  to  the  Annual  meeting  are  included. 

I  hope  this  Fund  may  do  much  for  the  cause  of  higher  education  and  to 
remove  a  source  of  deep  and  constant  anxiety  to  the  poorest  paid  and  yet  one 
of  the  highest  of  aU  professions. 

Gratefully  yours, 

(Signed)    Andrew  Carnegie. 

ijn  view  of  the  desirability  of  a  permanent,  self -perpetuating  goyerniag 
board,  the  provisions  of  this  paragraph  were,  upon  the  advice  and  with  the 
consent  of  Mr.  Carnegie,  omitted  from  the  Act  of  Incorpcwatiou  which  forms 
the  present  charter  of  the  Foundation. 


FOUNDATION    FOR   ADVANCEMENT   OF   TEACHING 


25. 


ORIGINAL    TRUSTEES    OF   THE    CARNEGIE 
FOUNDATION 


Hill  McClelland  Bell 

President  of  Drake  University 
Nicholas  Mukray  Butler 

President  of  Columbia  University 
T.  Morris  Carnegie 
Edwin  Boone  Craighead 

President  of  Tulane  University 
William  Henry  Crawford 

President  of  Allegheny  College 
George  Hutcheson  Denny 

President  of  Washington  and  Lee 
University 
Charles  William  Eliot 

President  of  Harvard  University 
Robert  A.  Franks 

President  Home  Trust  Company 
Arthur  Twining  Hadley 

President  of  Yale  University 
William  Rainey  Harper 

President    of    the    University    of 
Chicago 
Charles  Custis  Harrison 

Provost     of    the     University     of 
Pennsylvania 
Edwin  Holt  Hughes 

President  of  DePauw  University 
Alexander  Crombie  Humphreys 

President  of  Stevens  Institute  of 
Technology 


David  Starr  Jordan 
President  of  Leland  Stanford  Junior 
University 

Henry  Churchill  King 

President  of  Oberlin  College 
Thomas  McClelland 

President  of  Knox  College 
Samuel  Black  McCormick 

Chancellor   of   the   University   of 
Pittsburgh 
William  Peterson 

Principal  of  McGill  University 
Samuel  Plantz 

President  of  Lawrence  University 
Henry  Smith  Pritchett 

President    of    the    Massachusetts 
Institute  of  Technology 
Jacob  Gould  Schurman 

President  of  Cornell  University 
Laurenus  Clark  Seelye 

President  of  Smith  College 
Charles  Franklin  Thwing 

President     of     Western     Reserve^ 
University 

Frank  Arthur  Vanderlip 
Vice  President  National  City  Bank 
New  York 

WooDROW  Wilson 

President  of  Princeton  University- 


26  MANUAL   OF  THE   CARNEGIE   BENEFACTIONS 


PRESENT   TRUSTEES   AND   OFFICERS   OF 
ADMINISTRATION 

TRUSTEES 

Akthur  Twining  Hadley,  Chairman 
Henry  Churchill  King,  Vice  Chairman 
Charles  Franklin  Thwing,  Secretary  of  the  Board 

William  Lowe  Bryan  Thomas  William  Lamont 

Marion  Le  Roy  Burton  Abbott  Lawrence  Lowell 

Nicholas  Murray  Butler  Samuel  Black  McCormick 

Thomas  Morris  Carnegie  William  Peterson 

William  Henry  Crawford  Samuel  Plantz 

George  Hutcheson  Denny  Henry  Smith  Pritchett 

Robert  Falconer  Jacob  Gould  Schurman 

Robert  A.  Franks  Edgar  Fahs  Smith 
Alexander  Crombie  Humphreys  Frank  Arthur  Vanderlip 

James  Hampton  Kirkland 

Henry  Smith  Pritchett,  President 
Robert  A.  Franks,  Treasurer 
Clyde  Furst,  Secretary 

New  York  Office  :  576  Fifth  Avenue,  New  York  City 


FOUNDATION   FOR   ADVANCEMENT    OF   TEACHING  27 


AN  ACT  TO  INCORPORATE  THE  CARNEGIE  FOUNDATION  FOR 
THE  ADVANCEMENT  OF  TEACHING 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United 
States  of  America  in  Congress  assembled, 

That  the  persons  following,  namely,  Arthur  T.  Hadley,  Charles  William 
EHot,  Nicholas  Murray  Butler,  Jacob  G.  Schiuman,  Woodrow  Wilson,  L.  Clark 
Seelye,  Charles  C.  Harrison,  Alexander  C.  Humphreys,  S.  B.  McCormick, 
Edwin  B.  Craighead,  Henry  C.  King,  Charles  F.  Thwing,  Thomas  McClelland^ 
Edwin  H.  Hughes,  H.  McClelland  Bell,  George  H.  Denny,  William  Peterson, 
Samuel  Plantz,  David  S.  Jordan,  William  H.  Crawford,  Henry  S.  Pritchett, 
Frank  A.  Vanderlip,  T.  Morris  Carnegie,  Robert  A.  Franks,  their  associates 
and  successors  duly  chosen  are  hereby  incorporated  and  declared  to  be  a  body 
corporate,  of  the  District  of  Columbia,  by  the  name  of  The  Carnegie  Founda- 
tion for  the  Advancement  of  Teaching,  and  by  that  name  shall  be  known  and 
have  perpetual  succession,  with  the  powers,  limitations  and  restrictions  herein 
contained. 

Section  2.  That  the  objects  for  which  said  corporation  is  incorporated 
shall  be — 

(a)  To  receive  and  maintain  a  fund  or  funds  and  apply  the  income  thereof 
as  follows : 

To  provide  retiring  pensions,  without  regard  to  race,  sex,  creed  or  color,  for 
the  teachers  of  universities,  colleges  and  technical  schools  in  the  United  States, 
the  Dominion  of  Canada,  and  Newfoundland,  who,  by  reason  of  long  and 
meritorious  service,  or  by  reason  of  old  age,  disabihty,  or  other  sufficient  reason, 
shall  be  deemed  entitled  to  the  assistance  and  aid  of  this  corporation,  on  such 
terms  and  conditions,  however,  as  such  corporation  may  from  time  to  time 
approve  and  adopt:  Provided,  however.  That  the  said  retiring  pensions  shall 
be  paid  to  such  teachers  only  as  are  or  have  been  connected  with  institutions 
not  under  control  of  a  sect  or  which  do  not  require  their  trustees,  their  officers, 
faculties,  or  students  (or  a  majority  thereof)  to  belong  to  any  specified  sect, 
and  which  do  not  impose  any  theological  test  as  a  condition  of  entrance  therein 
or  of  connection  therewith. 

(b)  In  general,  to  do  and  perform  all  things  necessary  to  encourage,  uphold 
and  dignify  the  profession  of  the  teacher  and  the  cause  of  higher  education 
within  the  United  States,  the  Dominion  of  Canada,  and  Newfoundland  afore- 
said, and  to  promote  the  objects  of  the  Foundation,  with  full  power,  however, 
to  the  Trustees  hereinafter  appointed  and  their  successors  from  time  to  time  to 
modify  the  conditions  and  regulations  under  which  the  work  shall  be  carried  on, 
so  as  to  secure  the  application  of  the  funds  in  the  manner  best  adapted  to  the 
conditions  of  the  time:  And  provided,  That  such  corporation  may  by  a  vote  of 
two-thirds  of  the  entire  number  of  Trustees  enlarge  or  vary  the  purposes  herein 


28  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

set  forth,  provided  that  the  objects  of  the  corporation  shall  at  all  times  be 
among  the  foregoing  and  kindred  thereto. 

(c)  To  receive  and  hold  by  gift,  bequest,  devise,  grant,  or  purchase,  any- 
real  or  personal  property,  and  to  use  and  dispose  of  the  same  for  the  purposes 
of  the  corporation. 

Section  3.  That  the  direction  and  management  of  the  affairs  of  the  cor- 
poration, and  the  control  and  disposition  of  its  property  and  funds,  shall  be 
vested  in  a  Board  of  Trustees,  twenty-five  in  number,  to  be  composed  of  the 
following  individuals:  Arthur  T.  Hadley,  Charles  William  Eliot,  Nicholas 
Murray  Butler,  Jacob  G.  Schurman,  Woodrow  Wilson,  L.  Clark  Seelye,  Charles 
O.  Harrison,  Alexander  C.  Humphreys,  S.  B.  McCormick,  Edwin  B.  Craighead, 
Henry  C.  King,  Charles  F.  Thwing,  Thomas  McClelland,  Edwin  H.  Hughes, 
H.  McClelland  Bell,  George  H.  Denny,  William  Peterson,  Samuel  Plantz, 
David  S.  Jordan,  William  H.  Crawford,  Henry  S.  Pritchett,  Frank  A.  Vander- 
lip,  T.  Morris  Carnegie,  and  Robert  A.  Franks,  being  twenty-four  in  number 
with  power  to  said  Board  to  increase  the  same  to  twenty-five  in  all,  who  shall 
constitute  the  first  Board  of  Trustees  and  constitute  the  members  of  the  cor- 
poration. Vacancies  occurring  by  death,  resignation,  or  otherwise  shall  be 
filled  by  the  remaining  Trustees  in  such  manner  as  the  by-laws  shall  prescribe, 
and  the  persons  so  elected  shall  thereupon  become  Trustees  and  also  members 
of  the  corporation. 

Section  4.  The  principal  office  of  the  corporation  shall  be  located  in  the 
District  of  Columbia,  but  offices  may  be  maintained  and  meetings  of  the  cor- 
poration or  the  Trustees  and  committees  may  be  held  in  other  places,  such  as 
the  by-laws  may  from  time  to  time  fix. 

Section  5.  The  said  Trustees  shall  be  entitled  to  take,  hold,  and  administer 
any  securities,  funds,  or  property  which  may  be  transferred  to  them  for  the 
purposes  and  objects  hereinbefore  enumerated,  and  such  other  funds  or  prop- 
erty as  may  at  any  time  be  given,  devised  or  bequeathed  to  them,  or  to  such 
corporation,  for  the  purposes  of  the  trust;  with  full  power  from  time  to  time 
to  adopt  a  common  seal,  to  appoint  officers,  whether  members  of  the  Board  of 
Trustees  or  otherwise,  and  such  employes  as  may  be  necessary  in  carrying  on 
the  business  of  the  corporation  and  at  such  salaries  or  with  such  remuneration 
as  they  may  think  proper;  and  full  power  to  adopt  by-laws  and  such  rules  or 
regulations  as  may  be  necessary  to  secure  the  safe  and  convenient  transaction 
of  the  business  of  the  corporation;  and  full  power  and  discretion  to  invest  any 
principal  and  deal  with  and  expend  the  income  of  the  corporation  in  such  man- 
ner as  in  their  judgment  will  best  promote  the  objects  hereinbefore  set  forth; 
and  in  general  to  have  and  use  all  the  powers  and  authority  necessary  to  pro- 
mote such  objects  and  carry  out  the  purposes  of  the  donor. 

The  said  Trustees  shall  have  further  power  from  time  to  time  to  hold  as  in- 
vestments any  securities  transferred  or  which  may  be  transferred  to  them  or 
^to  such  corporation  by  any  person,  persons,  or  corporation,  and  to  invest  the 


FOUNDATION    FOR   ADVANCEMENT   OF   TEACHING  29 

same  or  any  part  thereof  from  time  to  time  in  such  securities  and  in  such  form 
and  manner  as  is  or  may  be  permitted  to  Trustees  or  to  savings  banks  or  to 
charitable  or  literary  corporations  for  investment,  according  to  the  laws  of  the 
District  of  Columbia  or  in  such  securities  as  may  be  transferred  to  them  or 
authorized  for  investment  by  any  deed  of  trust  or  gift  or  by  any  deed  of  gift  or 
last  will  and  testament  to  be  hereafter  made  or  executed. 

Section  6.  That  the  said  corporation  may  take  and  hold  any  additional 
donations,  grants,  devises,  or  bequests  which  may  be  made  in  the  further  sup- 
port of  the  purposes  of  the  said  corporation. 

Section  7.  That  the  services  of  the  Trustees  of  the  said  corporation,  acting 
as  Trustees,  shall  be  gratuitous,  but  such  corporation  may  provide  for  the 
reasonable  expenses  incurred  by  Trustees  in  the  performance  of  their  duties. 

Section  8.  That  as  soon  as  may  be  possible  after  the  passage  of  this  act, 
a  meeting  of  the  Trustees  hereinbefore  named  shall  be  called  by  Henry  S. 
Pritchett,  Charles  William  Eliot,  Arthur  T.  Hadley,  Nicholas  Murray  Butler, 
Woodrow  Wilson,  Jacob  G.  Schurman,  Charles  C.  Harrison,  Alexander  C. 
Humphreys,  and  George  H.  Denny,  or  any  six  of  them,  at  the  Borough  of 
Manhattan,  in  the  City  and  State  of  New  York,  by  notice  served  in  person, 
or  by  mail,  addressed  to  each  Trustee  at  his  place  of  residence;  and  the  said 
Trustees  named  herein,  or  a  majority  thereof,  being  assembled,  shall  organize 
and  proceed  to  adopt  by-laws,  to  elect  officers,  fix  their  compensation,  and  gen- 
erally to  organize  the  said  corporation. 

The  corporation  hereby  incorporated  may  accept  a  transfer  of  all  real  and 
personal  property  of  any  other  corporation  created  for  similar  objects,  not- 
withstanding the  fact  that  both  said  corporations  may  have  common  Trustees, 
upon  such  terms  as  may  be  agreed  upon,  and  may  receive,  take  over,  and  enter 
into  possession,  custody,  and  management,  of  all  such  property,  real  and 
personal.  Provided,  however,  that  such  property  shall  be  applied  to  the  pur- 
poses of  the  corporation  hereby  incorporated  as  hereinbefore  set  forth. 

Section  9.  That  such  corporation  hereby  incorporated,  upon  accepting  a 
transfer  of  all  the  real  and  personal  property  of  such  other  corporation  shall 
eucceed  to  the  obligations  and  liabilities  and  be  held  liable  to  pay  and  dis- 
charge all  the  debts,  liabilities,  and  contracts  of  any  such  corporation  so  exist- 
ing, to  the  same  effect  as  if  such  corporation  hereby  incorporated  had  itself 
incurred  the  obligation  or  liability  to  pay  such  debt  or  damages. 

Section  10.  That  Congress  may  from  time  to  time  alter,  repeal,  or  modify 
this  act  of  incorporation,  but  no  contract  or  individual  right  made  or  acquired 
shall  thereby  be  divested  or  impaired. 

Section  11.     This  act  shall  take  effect  immediately  on  its  passage. 

Approved  March  10,  1906. 


30 


MANUAL   OF   THE   CARNEGIE   BENEFACTIONS 


LIST  OF  ASSOCIATED   INSTITUTIONS 


Allegheny  College 

Meadville,  Pennsylvania 
Amherst  College 

Amherst,  Massachusetts 
Bates  College 

Lewiston,  Maine 
Beloit  College 

Beloit,  Wisconsin 
BowDOiN  College 

Brunswick,  Maine 
University  of  California 

Berkeley 
Carleton  College 

Northfield,  Minnesota 
Carnegie  Institute  of  Technology 

Pittsburgh,  Pennsylvania 
Case  School  of  Applied  Science 

Cleveland,  Ohio 
Central  University  of  Kentucky 

Danville 
University  of  Cincinnati 

Cincinnati,  Ohio 
Clark  University 

Worcester,  Massachusetts 
Thomas    S.    Clarkson    Memorial 
College  op  Technology 

Potsdam,  New  York 
CoE  College 

Cedar  Rapids,  Iowa 
Colorado  College 

Colorado  Springs 
Columbia  University 

New  York  City 
Cornell  University 

Ithaca,  New  York 
Dalhousie  College  and  University 

Halifax,  Nova  Scotia 
Dartmouth  College 

Hanover,  New  Hampshire 


Dickinson  College 

Carlisle,  Pennsylvania 
Drake  University 

Des  Moines,  Iowa 
Drury  College 

Springfield,  Missouri 
Franklin  College  of  Indiana. 

Franklin 
Grinnell  College 

Grinnell,  Iowa 
Hamilton  College 

Clinton,  New  York 
Harvard  University 

Cambridge,  Massachusetts- 
HoBART  College 

Geneva,  New  York 
Indiana  University 

Bloomington 
Johns  Hopkins  University 

Baltimore,  Maryland 
Knox  College 

Galesburg,  Illinois 
Lawrence  College 

Appleton,  Wisconsin 
Lehigh  University 

South  Bethlehem,  Pennsylvania 
Leland     Stanford     Junior     Uni- 
versity 

Stanford  University,  California 
McGiLL  University 

Montreal,  Quebec 
Marietta  College 

Marietta,  Ohio 
Massachusetts  Institute  of  Tech- 
nology 

Boston 
University  of  Michigan 

Ann  Arbor 


FOUNDATION   FOR  ADVANCEMENT   OF   TEACHING 


31 


MroDLEBUBY  College 

Middlebury,  Vermont 
University  of  Minnesota 

Minneapolis 
University  of  Missouri 

Columbia 
Mount  Holyoke  College 

South  Hadley,  Massachusetts 
New  York  University 

New  York  City 
Oberlin  College 

Oberlin,  Ohio 
University  of  Pennsylvania 

Philadelphia 
University  op  Pittsburgh 

Pittsburgh,  Pennsylvania 
Polytechnic  Institute  of  Brook- 
lyn 

Brooklyn,  New  York 
Princeton  University 

Princeton,  New  Jersey 
Purdue  University 

Lafayette,  Indiana 
Radcliffe  College 

Cambridge,  Massachusetts 
Rensselaer  Polytechnic  Institute 

Troy,  New  York 
RiPON  College 

Ripon,  Wisconsin 
University  op  Rochester 

Rochester,  New  York 
Rose  Polytechnic  Institute 

Terre  Haute,  Indiana 
Smith  College 

Northampton,  Massachusetts 
Stevens  Institute  op  Technology 

Hoboken,  New  Jersey 
:Swarthmore  College 

Swarthmore,  Pennsylvania 
February,  1919. 


University  of  Toronto 

Toronto,  Ontario 
Trinity  College 

Hartford,  Connecticut 
Tufts  College 

Tufts  College,  Massachusetts 
TuLANE  University  op  Louisiana 

New  Orleans 
Union  University 

Schenectady,  New  York 
Vanderbilt  University 

NashviUe,  Tennessee 
Vassar  College 

Poughkeepsie,  New  York 
University  of  Vermont 

Burlington 
University  of  Virginia 

Charlottesville 
Wabash  College 

Crawfordsville,  Indiana 
Washington  and    Jefferson    Col- 
lege 

Washington,  Pennsylvania 
Washington  University 

St.  Louis,  Missouri 
Wellesley  College 

Wellesley,  Massachusetts 
Wells  College 

Aurora,  New  York 
Wesleyan  University 

Middletown,  Connecticut 
Western  Reserve  University 

Cleveland,  Ohio 
Williams  College 

WiUiamstown,  Massachusetts 
University  op  Wisconsin 

Madison 
Worcester  Polytechnic  Institute 

Worcester,  Massachusetts 
Yale  University 

New  Haven,  Connecticut 

Total— ?6 


32  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

LIST  OF  PUBLICATIONS 
THE  ANNUAL  REPORTS 

These  contain  in  each  instance:  (I)  An  account  of  the  business  of  the  year, 
including  the  meetings  of  the  Trustees  and  of  the  Executive  Committee,  the 
admission  of  institutions  to  the  associated  list,  the  voting  of  retiring  allowances, 
and  the  general  administration  of  the  trust;  (II)  sundry  results  of  inquiry  into 
educational  problems  that  affect  the  advancement  of  teaching.  Some  refer- 
ence to  these  records  is  given  in  the  following  summaries ;  (III)  brief  biographies 
of  recipients  of  retiring  allowances  who  have  died  during  the  year;  and  (IV) 
the  report  of  the  Treasurer. 

The  First  Annual  Report  of  the  President  and  of  the  Treasurer,  84  pages. 

1906. 

Including  an  historical  sketch  of  the  Foundation;  a  study  of  army  and 

professorial  pensions;  and  a  statement  of  the  general  policy,  the  educational 

standards,  and  the  administrative  rules  of  the  Foundation.     {Out  of  print.) 

The  Second  Annual  Report  of  the  President  and  of  the  Treasurer,  124  pages. 
1907. 
Including  discussions  of  the  place  of  the  college  and  the  university  in  the 
United  States,  the  function  of  college  entrance  requirements,  the  forms  of 
denominational  control,  the  relation  of  the  Foundation  to  denominational 
and  State  institutions,  and  the  ratio  between  institutional  cost  and 
efficiency.     {Out  of  print.) 

The  Third  Annual  Report  of  the  President  and  of  the  Treasurer,  211  pages. 
1908. 
Including  academic  and  financial  data  concerning  institutions  on  the  ac- 
cepted list;  and  discussions  of  the  problems  of  financial  reports,  pensions, 
and  life  insurance;  of  the  governmental  and  political  aspects  of  tax-sup- 
ported institutions;  of  entrance  requirements,  instruction,  higher  and 
professional  education,  and  of  the  influence  of  denominational  boards  of 
education. 

The  Fourth  Annual  Report  of  the  President  and  of  the  Treasurer,  201  pages. 
1909. 
Including  discussions  of  the  rules  for  retirement,  of  agricultural  education, 
of  college  administration  and  advertising,  and  complete  records  of  the 
practice  of  the  institutions  on  the  accepted  list  of  the  Foundation  in  ad- 
mitting regular,  conditioned,  and  special  students. 

The  Fifth  Annual  Report  of  the  President  and  of  the  Treasurer,  113  pages. 
1910. 
Including  discussions  of  the  relation  of  colleges  to  professional,  technical, 


FOUNDATION    FOR    ADVANCEMENT    OF   TEACHING  33 

and  industrial  education,  to  secondary  schools,  to  the  training  of  teachers, 
and  to  State  supervision;  together  with  the  comments  of  Oxford  tutors  oa 
American  education  as  represented  by  Rhodes  scholars. 

The  Sixth  Annual  Report  of  the  President  and  of  the  Treasurer,  154  pages. 
1911. 
Including  discussions  of  the  application  of  the  rules  for  retirement,  and 
the  obligations  and  influences  of  pension  systems;  together  with  a  critical 
and  constructive  survey  of  education  from  a  national  point  of  view,  as  this 
is  reflected  in  legislation.  State  systems,  regional  conditions,  the  relations 
of  school,  college,  and  university,  in  professional  and  graduate  study  and 
religious  education,  and  in  the  problems  of  political  and  alunmi  influence. 

The  Seventh  Annual  Report  of  the  President  and  of  the  Treasurer,  194  pages. 
1912. 
Including  discussions  of  actual  and  possible  systems  of  college  pensions; 
State,  district,  and  local  pensions  for  public  school  teachers;  industrial 
and  civil  service  pensions;  contributory  and  noncontributory,  subsistence 
and  stipendiary  pensions  in  general;  and  a  review  of  the  administrative, 
financial,  and  educational  experience  of  the  Foundation;  together  with 
comments  upon  admission  to  college  and  to  advanced  standing,  medical 
progress,  college  financial  reporting,  advertising  in  education,  education 
and  pontics,  and  sham  universities. 

The  Eighth  Annual  Report  of  the  President  and  of  the  Treasurer,  158  pages. 
1913. 
Including  discussions  of  recent  pension  developments,  of  the  Carnegie 
Corporation  of  New  York,  of  the  establishment  of  the  Division  of  Educa- 
tional Enquiry  and  its  studies  of  medical  education,  education  in  Vermont, 
and  legal  education ;  together  with  comments  on  college  entrance  require- 
ments, the  State  regulation  of  higher  education,  politics  and  education  in 
Iowa,  the  improved  financial  status  of  college  teachers,  and  college  cata- 
logues. 

The  Ninth  Annual  Report  of  the  President  and  of  the  Treasurer,  154  pages. 
1914. 
Including  discussions  of  pension  principles  and  of  recent  developments  in 
the  field  of  teachers,  industrial,  and  federal  pensions;  records  of  the  prog- 
ress of  the  Foundation's  studies  of  legal  education,  engineering  education, 
and  the  training  of  teachers;  comments  upon  the  results  of  its  Study  of 
Education  in  Vermont  and  upon  recent  developments  in  medical  educa- 
tion; and  discussions  concerning  educational  standards.  State  educational 
reports,  and  educational  surveys. 

The  Tenth  Annual  Report  of  the  President  and  of  the  Treasurer,  142  pages. 
1915. 
Including  discussions  of  pensions  for  public  school  and  for  university 


34  MANUAL    OF   THE    CARNEGIE    BENEFACTIONS 

teachers,  clergy  pension  funds,  and  industrial  pensions,  with  tabular 
statements  of  65  teachers  and  58  industrial  and  institutional  pension 
systems;  together  with  reports  of  the  progress  of  the  Foimdation's  studies 
of  legal  education,  engineering  education,  and  the  training  of  teachers  in 
Missouri,  the  results  of  its  study  of  Education  in  Vermont;  and  a  discus- 
sion of  college  charges  for  tuition. 

Cumulative  Index  of  the  First  Ten  Annual  Reports,  78  pages.     1916. 

The  Eleventh  Annual  Report  of  the  President  and  of  the  Treasurer,  172 
pages.  1916. 
Including  discussions  of  a  comprehensive  plan  of  insurance  and  annuities 
for  college  teachers  with  the  comments  of  the  Associated  Institutions,  and 
discussions  of  teachers,  industrial,  and  clergy  pension  funds  in  general; 
together  with  reports  of  progress  in  the  Foundation's  studies  of  legal 
education,  engineering  education,  agricultural  education,  and  the  training 
of  teachers;  and  a  study  of  college  entrance  certificates,  with  suggestions 

!  for  a  uniform  blank. 

The  Twelfth  Annual  Report  of  the  President  and  of  the  Treasurer,  154 
pages.  1917. 
Including  discussions  of  insurance  and  annuities  for  college  teachers,  with 
the  report  of  a  Conmiission  on  Insurance  and  Annuities  and  the  charter  of 
the  Teachers  Insurance  and  Annuity  Association  of  America;  descriptions 
of  current  developments  in  the  general  field  of  pensions;  and  reports  of 
progress  in  the  Foundation's  educational  enquiries. 

THE  BULLETINS 

Number  One.     Papers  Relating  to  the  Admission  of  State  Institutions  to  the 
System  of  Retiring  Allowances  of  the  Carnegie  Foundation,  45  pages. 
1907. 
Including  arguments  in  favor  of  the  admission  of  State  and  provincial 
universities  to  the  benefits  of  the  Foundation,  and  a  statement  by  the 
President  of  the  administrative  and  financial  problems  involved.     {Out  of 
print.) 
Number  Two,     The  Financial  Status  of  the  Professor  in  America  and  in 
Germany,  101  pages.     1909. 
A  study  of  the  expenditure  for  instruction  in  one  hundred  and  fifty-six 
American  institutions,  with  comparisons  of  the  maximum  and  average 
salaries,  the  average  age,  the  amount  of  teaching,  the  appointment,  tenure, 
and  retirement  privileges  of  professors  in  the  United  States  and  Canada 
and  in  Germany.     (Out  of  print.) 
Number  Three.     Standard  Forms  for  Financial  Reports  of  Colleges,  Uni- 
versities and  Technical  Schools,  37  pages.     1910. 
Containing  twenty-five  typical  blank  forms  for  the  public  reporting  of  the 


FOUNDATION   FOR   ADVANCEMENT    OF   TEACHING  35 

financial  receipts  and  expenditure  of  universities  and  colleges,  with  an 
introduction  recommending  the  modification  of  current  practice  in  direc- 
tions commended  by  educators,  financiers,  and  accountants.  {Out  of 
print;  a  new  edition  is  in  preparation.) 

Number  Four.  Medical  Education  in  the  United  States  and  Canada,  346 
pages.  1910. 
A  comprehensive  report  to  the  Foundation,  by  Abraham  Flexner,  on 
medical  education  in  the  United  States  and  Canada,  with  regard  to  the 
course  of  study,  financial  aspects,  medical  sects,  State  boards,  post-gradu- 
ate schools,  and  other  special  forms  of  medical  education;  with  descriptive 
and  tabular  accounts  of  all  the  medical  schools  throughout  the  United 
States  and  Canada;  and  a  general  plan  for  reconstruction,  with  an  introduc- 
tion by  the  President  of  the  Foundation. 

Number  Five.  Academic  and  Industrial  Efficiency,  134  pages.  1910. 
A  report  to  the  Foundation,  by  Morris  Llewellyn  Cooke,  on  the  teach- 
ing and  research  in  physics  in  eight  American  universities,  colleges,  and 
technical  schools,  with  an  endeavor  to  estimate  efficiency  in  organization, 
teaching,  research,  the  use  of  buildings,  and  in  financial,  departmental, 
and  student  administration,     (Out  of  print.) 

Number  Six.  Medical  Education  in  Europe,  357  pages.  1912. 
A  report  by  Abraham  Flexner  concerning  the  contemporary  condition  in 
Germany,  Great  Britain,  and  France,  of  the  basis  of  medical  education, 
the  preliminary  and  the  medical  sciences,  clinical  instruction,  curricula 
and  examinations,  post-graduate  education,  the  medical  education  of 
women,  the  number  and  distribution  of  physicians,  the  financial  aspects 
of  medical  education,  and  the  problem  of  sects  and  quacks;  together  with 
an  introduction  by  the  President  of  the  Foundation,  contrasting  these 
European  conditions  with  those  in  the  United  States  and  Canada. 

Number  Seven.    Education  in  Vermont,  241  pages.     1914. 
A  study  prepared  at  the  request  of  the  Vermont  Educational  Commission, 
giving  the  reason  for  and  the  method  of  the  enquiry,  description  and  dis- 
cussion of  the  entire  educational  system  of  the  State,  with  certain  conclu- 
sions and  recommendations,  and  a  brief  statistical  appendix. 

Number  Eight.  The  Common  Law  and  the  Case  Method  in  American 
University  Law  Schools,  84  pages.  1914. 
A  report  to  the  Foundation  by  Joseph  Redlich,  of  the  University  of 
Vienna,  dealing  with  law  as  a  science  and  a  profession,  early  methods  of 
legal  instruction,  the  development  and  success  of  the  Case  Method,  its 
weaknesses,  and  suggestions  for  improvement  in  legal  instruction,  scholar- 
ship, and  research. 

Number  Nine.    A  Comprehensive  Plan  of  Insurance  and  Annuities  for  Col- 
lege Teachers,  68  pages.     1916. 
A  discussion,  by  the  President  of  the  Foundation,  of  pensions,  annuities, 


36  MANUAL   OF   THE   CARNEGIE   BENEFACTIONS 

and  life  insurance  in  general  and  for  teachers  in  particular,  with  indications 
of  the  limitations  of  the  Foundation's  present  system  and  suggestions  for 
the  development  of  a  comprehensive  and  permanent  plan. 
(Confidential  edition  for  officers  and  professors  of  the  institutions  that  are 
associated  with  the  Foundation,  October,  1915.  Reprinted,  with  a 
preliminary  statement,  for  general  distribution,  April,  1916.) 

Number  Ten.  Federal  Aid  for  Vocational  Education,  127  pages.  1917. 
A  study,  by  I.  L.  Kandel,  dealing  with  the  legislative  history  of  the  various 
acts  for  the  establishment  and  support  of  land  grant  colleges,  the  poUtical 
and  educational  policies  underlying  this  form  of  legislation,  the  develop- 
ment of  the  land  grant  colleges  and  their  relation  to  social  demand,  and 
the  influence  of  the  precedents  established  by  these  acts  on  the  recent  move- 
ment for  federal  aid  for  vocational  education. 

Number  Eleven.  Engineering  Education,  135  pages.  1918. 
A  study,  by  Charles  Riborg  Mann,  at  the  request  of  a  joint  committee 
of  the  national  engineering  societies,  of  the  development  of  engineering 
schools  in  the  United  States, — their  aims,  resources,  administration,  cur- 
ricula, instruction,  and  student  progress;  the  chief  problems  of  engineering 
education, — admission,  curricula,  courses,  testing,  and  grading;  with  sug- 
gestions concerning  the  curriculimi,  speciahzation,  teaching,  and  the  pro- 
fessional spirit. 

Number  Twelve.  Pensions  for  PubHc  School  Teachers,  90  pages.  1918. 
A  report,  by  Clyde  Furst  and  I.  L.  Kandel,  for  the  Committee  on  Sal- 
aries, Pensions,  and  Tenure  of  the  National  Education  Association, 
describing  all  existing  systems  of  pensions  for  teachers,  discussing  their 
limitations  in  the  light  of  experience  and  the  fundamental  principles  for 
pensions,  and  presenting  an  illustration  of  a  financially  and  socially  sound 
State  system  of  pensions  for  teachers,  based  upon  a  complete  census  of 
the  teachers  in  the  State  of  Vermont. 

OTHER  PUBLICATIONS 

Rules  for  the  Admission  of  Institutions  and  for  the  Granting  of  Retiring 

Allowances,  16  pages,  1906.    Revised,  12  pages.    1908;  12  pages.    1910; 

10  pages.     1913;  12  pages.     1918. 
A  Plan  for  an  Exchange  of  Teachers  between  Prussia  and  the  United  States, 

7  pages.     1908. 
An  American  Teacher's  Year  in  a  Prussian  Gynmasium,  37  pages.     1911. 
Curricula  designed  for  the  Professional  Preparation  of  Teachers  for  American 

Public  Schools,  60  pages.     1917.    Provisional  suggestions  for  discussion. 
List  of  Pubhcations,  16  pages.     1917. 
Bulletins  on  Legal  Education,  the  Training  of  Teachers,  and  Justice  and  the 

Poor  are  in  press. 


14  DAY  USE 

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